This man help his wif. At this case student will give a good look to the sentence and notice the underlined words are mistakes and they 'll try to find out what 's wrong with these words and correct their own mistakes. *Peer correction: This is very useful technique to teachers especially those who have a large numbers of students. Teacher divides class into two or three groups and chooses one student from each group a day before the composition is due and asks them to write their essays about any chosen subject. Next day each one of the chosen student shows his/her essay with his/her group and each group read and try to find out where are the mistakes and Take notes to discuss the errors later.
L. Hodge “A Dyslexic Child in the Classroom” published in 2002. According to Hodge (2002) all the children want to know what is going to be taught in the lesson, so teachers are advised to end the lesson with the resume of what has been taught. In this way information is more likely to go from short time memory to long time memory. Teacher is also advised to break tasks down into small easily remembered pieces. It is advised to seat the child fairly near the class so that teacher is available for help, or the dyslexic pupil can be supported by a well-motivated and sympathetic classmate.
Teacher’s English Language Use in The Classroom The teacher has tried to use English as much as possible with her students. She used English when she explained the material and gave an instruction for the students, for example when she asked to the student to ‘listen and repeat after her’, ‘open page 49’, ‘submit your homework’ something like that. In my opinion, it is good enough because indirectly she invites the students to use English. But, sometimes I saw some students who didn’t understand the meaning of the teacher’s instruction, as the result they asked to the other
I remember trying to ask questions about concepts I did not understand, but she would always say, “What don’t you understand?” This was a frustrating question because I was completely lost and didn’t understand anything about what we were working on. I changed schools for seventh grade and my math teacher tested me on the first day of school. My mom received a phone call from my very concerned math teacher. I had tested at a third grade math level entering the seventh grade. Looking back to those times, I felt very bad about my abilities in school.
In an article written by Gloria Chaika, Connie Terry explains that her daughter, who was not named in the article, used to like to go to school and meet all her friends. Last year, her school district switched to uniforms, now when she asks her how school is going, the first thing out of her mouth is she hates uniforms (Gloria Chaika). The real question is, do we want the students safe? Or do we want the students to be happy and creative. We have school uniforms in some school districts, but at what cost?
Attending the same class five days a week was difficult. No days off, especially when football games on Saturdays left a one-day gap to relieve procrastinated assignments. I took the bus to campus and then walked to the BELL Engineering Hall for “Statics and Mechanics of Materials” each day in the Fall of 2017. Dr. Heymsfield wrote out approximately two problems of Statics step-by-step for us every day on his “Course Notes” which each student had to buy from the Bookstore. Once he said, “Don’t worry, the solutions are in the back of the notes, I always ended up drawing all my diagrams too slow and the teacher would move on.
I plan to be creative when it comes to math, and find ways where my students can construct their own learning and develop their own understanding behind the concepts of mathematics. I love the idea Tsuruda had of having students write reflections about their learning. I think this is a great way to gain insight on how his students learn, what they understand, and what they still need help on. I would like to use reflections in my math classroom one day because I believe it takes you into the student’s mind which will further help me as a teacher facilitate ways to build off the child’s knowledge in a way that is unique to their learning style. Overall, I believe constructivism is the best approach not only in math, but in every subject, because it focuses on the development of the whole child and creates life-long knowledge in an
It was the day that I’ve been waiting for over 3 years. A day that would finally let me be normal like everyone else and have the choices as other people without being ridiculed by the teachers that saw me as unqualified to be taught in a standard way. Thanks to my mom thinking that it would be a marvelous idea to have me be placed in special education due to my lack of effort taking reading comprehension test. I was placed in special education at the end of 5th grade, and sought to see the end of it. That day would eventually come on early April of 2015, where I was called upon to the office during class in 8th grade.
1. By the age of 3, I became tutor for my older classmates, teaching them how to calculate and read books. Yet at the end of our term, the tears burned out my face as I was the only person still stayed in this class, cannot move to the higher level due to not enough age. However, this tutor experience prompted me to be responsible for training new employees in any companies I have worked. 2.
Basically, the lecturer used different kind of questions during the class, such as questions that helped the lecturer to review the previous lesson with students, questions that were used to introduce the new topic to the students, or questions that moved the class from one stage to another stage. During this interaction process, the lecturer could roughly know the students’ prior knowledge before she starts a new topic and whether they had understood the topic after her explanations. Besides, when students asked questions during class or activities, she would not give the answers or explanations directly but tends to encourage students to check the textbook or dictionary first. Then she would discuss with them and gave examples further. Furthermore, when she was discussing or interacting with students, she would walk towards them while maintaining the eye contact, which could make the students feel that the lecturer